His Hispanic H panic Heritage Mo eritage Month nth Interdiscip - - PDF document

Hispanic Heritage Month Page 1 Interdisciplinary Unit

His Hispanic H panic Heritage Mo eritage Month nth Interdiscip nterdisciplinary linary Unit Unit Learni Learning ng Cultu Cultural Unity ral Unity

by: Jennifer Bevington Kristina Makousky Brian Murphy

Hispanic Heritage Month Page 2 Interdisciplinary Unit

Table of Contents

Introduction ......................................................................................................................... 3 Background ................................................................................................................... 3 Overview....................................................................................................................... 3 Unit Calendar ................................................................................................................ 4 Letter to Parents ........................................................................................................... 5 Art ....................................................................................................................................... 6 Objectives ..................................................................................................................... 6 Classroom Approach .................................................................................................... 8 Assessment and Rubric................................................................................................. 9 English .............................................................................................................................. 13 Objectives ................................................................................................................... 13 Classroom Approach .................................................................................................. 14 Assessment and Rubric............................................................................................... 17 Spanish .............................................................................................................................. 20 Objectives ................................................................................................................... 20 Classroom Approach .................................................................................................. 22 Assessment and Rubric............................................................................................... 23 Appendix ........................................................................................................................... 25 English Class Guest Speaker Alberto Monserrate Handout ....................................... 25 English Class Sample Kids Discover Documentation .................................................. 26 Artist of the Day Trading Cards .................................................................................. 27 Spanish Class Sample Vocabulary Bingo .................................................................... 28 Spanish Class Jeopardy Input Screen ......................................................................... 29 Spanish Class Guest Speaker Ramón León Handout .................................................. 30 References ......................................................................................................................... 31

Hispanic Heritage Month Page 3 Interdisciplinary Unit

Introduction

Background

From its beginnings in the early years of the United States, the Hispanic community has played a vital role in our nation and its culture. Hispanics are the fastest growing ethnic group in the United States at four times the national average since the year 2000. There are over 53 million Hispanics in the U.S., making it the second largest ethnic group in America and the largest Spanish speaking group outside of Mexico (Brown and Lopez, 2013). This interdisciplinary unit has been developed to introduce students to the Hispanic culture, their contributions, and their history.

Overview

Grade: 8th Classes: Art, English, Spanish Unit: Hispanic Heritage Month Timing: This is a two week unit that is to be completed between Sept. 15 and Oct.15 to correspond to Hispanic Heritage Month activities throughout the United States. Unit GIO: Students will understand of the important role that Hispanic Americans have played in the culture and growth of the United States.

Hispanic Heritage Month Page 4 Interdisciplinary Unit

Unit Calendar

This calendar shows the combined teaching and activities for each discipline. Items are listed at a high level. For detailed information go to each disciplines section below. Week One Monday Tuesday Wednesday Thursday Friday Art – Includes an “Artist of the Day”

Hispanic Art: Introduction & Art Journals Salvador Dalí Journals: Focus

• n Drawing

Pablo Picasso Journal: Focus

• n Collaging

Joaquín Torres García Journals: Cover Art Fernando Botero Journals: Binding demonstration. Intro for Posters Wifredo Lam

English

Esperanza Rising wrap-up Introduce journal project, assign countries Guest speaker: Alberto Monserrate, President, Latino Communications Network - Immigration Computer lab research time with guided worksheets Computer lab research time with guided worksheets

Spanish

Introduction to Hispanic Heritage Month and cultural topics Vocabulary and borrowed words Compare and contrast Hispanic and American holiday traditions Vocabulary test. Continuation of tradition activities Explore contributions from famous Hispanic Americans, research

Week Two Monday Tuesday Wednesday Thursday Friday Art – Includes an “Artist of the Day”

Posters: peer review and self- reflection Ester Hernandez Posters Diego Rivera Guest Speaker: Sandra Reyes, Senior Coordinator, El Centro - Art. Carmen Lomas Garza (Posters are Due) Piñatas Frida Kahlo Piñatas Jean Michel Basquiat

English

Intro to POV Exploring first- person narrative and style In-class work time In-class work time Journal entry due Unit wrap-up

Spanish

Class work time

• n presentations

in Language Lab Recap of Hispanic traditions and music Guest speaker - Ramón León,

• Exec. Director

Latino Economic Development Council – Hispanic influence in business Hispanic Culture student presentations Hispanic Culture student presentations

Hispanic Heritage Month Page 5 Interdisciplinary Unit

Letter to Parents

Dear Parents, Starting Monday, September 23rd, your child’s Art, English, and Spanish classes will be working

• n a 10 day interdisciplinary unit for Hispanic Heritage Month entitled “Learning Cultural

Unity.” As part of this unit we will have a number of guest speakers including:  Sandra Reyes, Senior Coordinator, El Centro who will do a presentation on Hispanic art.  Alberto Monserrate, President, Latino Communications Network who will do a presentation on Hispanic literature.  Ramón León, Exec. Director Latino Economic Development Council who will do a presentation on the role of Hispanics locally and nationally. There are a number of other exciting events and activities scheduled during these two weeks. The overriding objective of this unit is that the students will understand of the important role that Hispanic Americans have played in the culture and growth of the United States. We know that this unit will be a great benefit to everyone and look forward to sharing this experience with your child. Sincerely,

• Ms. Bevington, Ms. Makousky, Mr. Murphy

Hispanic Heritage Month Page 6 Interdisciplinary Unit

Art

Teacher: Kristina Makousky Grade: 8th Unit: Hispanic Heritage Collaboration: English and Spanish

Objectives

GIOs: 1. Students will demonstrate an understanding of the personal, social, cultural and historical contexts that influence the arts areas.

• 2. Students will create work in a variety of contexts in the arts area using the artistic

foundations. Planning Guide and SLOs for first GIO: Stage 1 – Desired Results

Established Goals (GLO): Students will demonstrate an understanding of the personal, social,

cultural and historical contexts that influence the arts areas.

Understandings:

• 1. How Hispanic culture influences artists

work.

• 2. Role that Hispanic culture plays on the

American art. Essential questions to ensure learning:

• 1. What are some cultural elements represented

in the Hispanic art we have looked at?

• 2. What do you think are the intentions of

Hispanic artists? Students be able to (SLOs):

• 1. Compare and contrast the connections among visual artworks, their purposes, and their personal,

social, cultural and historical contexts.

• 2. Develop an awareness of Hispanic artists and their styles
• 3. Analyze the meanings and functions of visual art.

Stage 2 – Assessment Evidence

Performance Tasks:

• 1. Students will create original pieces of visual

art based on cultural influences they have learned about from Hispanic artists.

• 2. Biographies, visual art, history and culture of

ten influential Hispanic artists will be compared and contrasted during class.

• 3. Students will identify how their own cultural

context can affect their art. Other Evidence:

• 1. Students will use mixed media types to

represent Hispanic culture in different ways.

• 2. Students will explain how Hispanic artists

influenced their work.

Stage 3 – Learning Plan

Learning Activities: See Classroom Approach below Connected to SLO #:

Hispanic Heritage Month Page 7 Interdisciplinary Unit

Planning Guide and SLOs for second GIO (Note - numbering sequence is consecutive for each stage starting with the first GIO listed above): Stage 1 – Desired Results

Established Goals (GLO):

Students will create work in a variety of contexts in the arts area using the artistic foundations.

Understandings:

• 3. Create original work with Hispanic influence
• 4. Use peer feedback to revise work

Essential questions to ensure learning:

• 3. How is work inspired by something else, still
• riginal art?
• 4. How do we use feedback from our peers in a

constructive way? Students be able to (SLOs):

• 4. Create original two- and-three-dimensional artworks in a variety of artistic contexts.
• 5. Develop an artistic statement, including how audience and occasion influence creative choices.

Stage 2 – Assessment Evidence

Performance Tasks:

• 4. Students will create original art work to

supplement their original writing in the medium

• f collaging.
• 5. Students will create original work to supplement

a presentation on influential Hispanic Americans in the artistic foundations area of mixed media. Other Evidence:

• 3. Students will create original 3-D work by

creating a piñata with a partner.

• 4. Students will write an artistic statement about

why they created their work in class.

• 5. Students will explain how they chose their

creative method based on the audience that would view their work.

Stage 3 – Learning Plan

Learning Activities: See Classroom Approach below Connected to SLO #:

Hispanic Heritage Month Page 8 Interdisciplinary Unit

Classroom Approach

Day SLOs Activities State Standards 1

• 1. Compare and contrast

connections among visual artwork.

Introduction on Hispanic Culture and an Introduction to Art Journaling Artist of the day – Discussion on why people make art Cut out flash cards and work together on first one

(Code 6.1.3.5.1) compare and contrast historical context/visual arts

2

• 3. Analyze meanings.
• 4. Create original artwork

Artist of the day Journal Work: Drawing (Code 6.2.1.5.1) create

• riginal work using

artistic context

3

• 3. Analyze meanings.
• 4. Create original artwork

Artist of the day Journal Work: Collaging (Code 6.2.1.5.1) create

• riginal work using

artistic context

4

• 3. Analyze meanings.
• 4. Create original artwork

Artist of the day Journal Work: Cover Art (Code 6.2.1.5.1) create

• riginal work using

artistic context

5

• 3. Analyze meanings.
• 4. Create original artwork

Artist of the day Journal Work: Binding Demonstration Intro to Posters (Code 6.2.1.5.1) create

• riginal work using

artistic context

6

• 3. Analyze meanings.
• 4. Create original artwork

Artist of the day Peer Review Class Discussion Poster Work Time (Code 6.2.1.5.2) revise work based on feedback

7

• 3. Analyze meanings.
• 5. Develop an artistic statement

Artist of the day Poster Work Time Make sure to answer questions about creating the poster (Code 6.2.1.5.3) Develop an artistic statement

8

• 2. Awareness of Hispanic Artists

and styles Artist of the day Guest Speaker: Sandra Reyes, Senior Coordinator, El Centro, (can speak to art related subject) Code (6.1.3.5.1)Compare and contrast historical context/visual arts

9

• 3. Analyze meanings.
• 4. Create original artwork

Artist of the day Piñata (Code 6.1.3.5.2) Analyze the meanings and functions of visual art

10

• 3. Analyze meanings.
• 4. Create original artwork

Artist of the day Piñata (Code 6.1.3.5.2) Analyze the meanings and functions of visual art

Hispanic Heritage Month Page 9 Interdisciplinary Unit

Assessment and Rubric

Artist of the day Trading Cards: Due Friday Week 2 Each class period during Hispanic Heritage month will be started with a presentation on an influential Hispanic artist. Students will be required to write on the back of each artist card one fact about the artist and a reason why they think the artist created their work based on their personal, social, cultural or historical contexts and how that influenced their work. Trading cards will be traded with peers at the end of the unit. Art Journal: Collage, Drawing, Book Binding Due Monday Week 2 Students will be required to create 3 works of 2D art: one drawing, one collage and a third work

• f their choice. There will be a dedicated day of drawing, a day of collage, and a third work day

including a journal binding demonstration. Students may choose which process they will use for the three topics:

• 1. Illustration from book: Esperanza Rising by Pam Munoz Ryan (read in English class)
• 2. Illustration to supplement Journal entry (written in English class)
• 3. Illustration for Cover Art

Students will be given the weekend to finish the illustrations in their journals. Journals will be due the following Monday and then brought to English class to enter their journal writings to create a completed work. Mixed Media Poster: Due Wednesday Week 2 Students will be asked to create a poster to supplement their presentation in their Spanish Language class. Posters must include collage, illustration, and text art using imagery inspired by art from one of the Hispanic artists covered in class. Students will look for feedback on their poster designs from their peers and use this feedback to make changes to their posters. Students will be required to write a short artistic statement on the back of their poster answering the following:

• 1. How did the audience that will be viewing your poster affect your creative choices?
• 2. What feedback from your peers did you use to revise the design of your poster?
• 3. What is the purpose of the visual images you used on your poster?

Piñatas: The last two days of class will be spent making piñatas in pairs of two students. Techniques will be demonstrated in class by teacher. Students will design and create their own piñatas to celebrate Hispanic Heritage month.

Hispanic Heritage Month Page 10 Interdisciplinary Unit

Hispanic History Month Hispanic American Art Journal

Category 4 - Awesome 3 - Good 2 – Fair 1 – Poor Drawing Drawings are elaborate and the images support the ideas of the journal Drawings supplement journal entries but do not have many details Drawings do not support ideas in journal and/or are not clearly drawn where content can be understood No drawing was used in the journal Collage Collage is elaborate many different pieces are used(10

• r more) and the

content supports the ideas of the journal Collage supplements ideas of journal, more elements could be used (10 or less images) Not many elements are used(less than 5), content may not support ideas of journal No collage element was used in the journal Cover Art Meets Four Criteria for either drawing or Collaging Meets Three Criteria for either drawing or Collaging Meets two Criteria for either drawing

• r Collaging

No cover art done, title only Binding Binding was done in a creative clean way, journal looks finished Binding is done in a standard method Binding is done, may not be held together way, looks unfinished loose strings Journal not held together with binding Overall Neatness of Poster Journal is clean and put together in a thoughtful manner with no elements listed in the 1st category* Journal could use more visual elements, may have

• ne or 2 small flaws

in appearance More than 2 elements are sloppy* journal could use more visual elements Not enough visual elements used in journal, Overall sloppy** work including: tears, sticky glue, dog eared corners etc…

Hispanic Heritage Month Page 11 Interdisciplinary Unit

Hispanic History Month Hispanic American Mixed Media Poster

Take time to think about the presentations on Hispanic American artists, their culture and styles that we have gone over in class. For this assignment you are to create a poster inspired by one of those Hispanic American artists. The topic of the poster must be a supplement to your presentation in Spanish class documenting the contributions of an influential Hispanic American to American culture and society. The posters must include collage, illustration, and text art using imagery inspired by art from at least one of the Hispanic artists covered in class. Students will have specific class time for critique and feedback on their poster designs from their peers and will use this feedback to make changes to their posters before they have completed them. Posters will be displayed in the hallway gallery of the school. Students will be required to write a short artistic statement on the back of their poster answering the following:

• 1. How did the audience that will be viewing your poster affect your creative choices?
• 2. What feedback from your peers did you use to revise the design of your poster?
• 3. What is the purpose of the visual images you used on your poster?

Poster Check List

• Choose an artistic style from one of the examples of Hispanic artists shown in class.
• Decide what you want the message or purpose of your poster to be.
• Think about who will be looking at your poster and how you would make your poster

appropriate for that audience.

• Think about what type of pictures you will make and the reasons for those pictures.
• Draw pictures to put on your poster.
• Make collages from magazines to put on your poster or use a collaging technique to put your

poster together.

• Use word art for the writing on your poster.
• Ask feedback from your peers or teachers before you have finished your poster.
• Revise artworks based on the feedback of others and self-reflection and artistic intent
• Answer the questions for the assignment on the back of your poster.

Hispanic Heritage Month Page 12 Interdisciplinary Unit

Hispanic History Month Hispanic American Mixed Media Poster

Category 4 – Awesome 3 – Good 2 – Fair 1 – Poor Use of Collage At least half the poster has collaging elements covering it, mixed media such as

• riginal drawings

mixed with print Some overlapping pieces of work, less than ¼ of the poster has collaging elements Collaging only consists of one or two elements glued

• nto poster

Only one collaging visible on poster Use of Drawing At least half of the poster has images that where hand drawn, at least 3 separate images Less than ¼ of the poster has hand drawn elements 2 or fewer drawings Only one or two drawing that are small and not eye catching little drawings done

• n the poster

Created Word Art The majority of the wording on the poster is done in word art and there are at least 3 pieces

• f word art

Word art is apparent and at least 2 types

• f personalized

lettering types Only the Heading is done in word art No word art apparent Hispanic Artist Influence An overall influence by a specific artist or art style is apparent in the entire poster’s esthetic 1/2 of the posters elements are influenced by a Hispanic artist or style A few elements of Hispanic influence are visible but do not seem to be the main influence only Little or unnoticeable Hispanic Artist Influence Student Considered Peer Feedback (based on discussion with teacher after group idea sharing) Consideration of peer feedback was included in the design of the finished product as consulted with by teacher during class discussion Student could list feedback given during class discussion and had some ideas of how their project could be improved when discussing with teacher but did not attempt changes Student could list feedback given by peers but could not think of a way to use information No feedback considered based on discussion with teacher after class discussion Artistic Statement on Back Artist answered all 3 questions with thoughtfulness and understanding Questions are all answered but lack details that could increase proof of understanding Questions are answered in completely, not fully thought out Not all three questions answered Overall Neatness of Poster Poster is clean and put together in a thoughtful manner with no elements listed in the 1st category* Poster could use more visual elements, may have

• ne or 2 small flaws

in appearance More than 2 elements are sloppy* Poster could use more visual elements Not enough visual elements covering poster, Overall sloppy** work including: tears, sticky glue, dog eared corners etc…

Hispanic Heritage Month Page 13 Interdisciplinary Unit

English

Teacher: Jennifer Bevington Grade: 8th Unit: Hispanic Heritage Collaboration: Art and Spanish

Objectives

GIOs: 1. Students will have a better understanding of Hispanic immigration and its role in United States history.

• 2. Students will use knowledge of immigration and guided research to create a

creative first-person narrative. Planning Guide for the GIO’s and Accompanying SLO’s: Stage 1 – Desired Results

Established Goals (GLO):

• 1. Students will have a better understanding of Hispanic immigration and its role in United States

history

• 2. Students will use knowledge of immigration and guided research to create a creative first-person

narrative. Understandings:

• 1. Hispanic people immigrated to the US for

various reasons.

• 2. Hispanic people have faced many challenges in

adapting to life in a new country.

• 3. Using other perspectives and writing can help

us understand other people from different backgrounds. Essential questions to ensure learning:

• 1. Why did people immigrate to the US from

Hispanic countries?

• 2. What types of challenges do immigrants face

in a new country?

• 3. How can we use first-person narrative to

understand other perspectives? Students be able to (SLOs): GIO 1:

• 1. Students will be able to identify reasons why people decided to immigrate to the United States.
• 2. Students will be able to discuss the challenges faced by Hispanic immigrants during history,

specifically during the great depression.

• 3. Students will be able to evaluate pros and cons of immigration for Hispanic people.

GIO 2:

• 4. Students will be able to complete guided research to find information about foreign countries.
• 5. Students will be able to integrate research into creative writing.
• 6. Students will be able to use first-person perspective to write a first-person narrative.

Stage 2 – Assessment Evidence

Performance Tasks:

• 1. Students will complete a sheet of questions

based on the in-class speaker topic.

• 2. Students will complete a guided research

Other Evidence:

• 1. Formative POV quiz.
• 2. Students will complete exit slips answering

questions based on the class material for that

Hispanic Heritage Month Page 14 Interdisciplinary Unit

worksheet to gather information that will be incorporated in journal assignment.

• 3. Students will incorporate what they’ve learned

about immigration and POV to create an immigration journal. session.

Stage 3 – Learning Plan

Learning Activities: See Classroom Approach below Connected to SLO #:

Classroom Approach

Day SLOs Activities State Standards 1

• 1. Identify reasons

for immigration

• 2. Discuss

challenges faced by Hispanic immigrants

• 3. Evaluate pros and

cons of immigration Esperanza Rising discussion/activity The students will have just finished reading Esperanza Rising over the past two weeks in preparation for this unit. In this class period, we will focus our discussion on the theme of immigration and its role in the book. We will begin by answering the three SLO’s with respect to the book (why Esperanza and her mother immigrated, what the challenges were, and the pros and cons). I will then explain that although this novel takes place during the great depression, people immigrating today still face challenges adjusting to new cultures and facing

• prejudice. The class will watch this short video

about Hispanic illegal immigrants and their struggles to show the extreme side of the difficulties (http://www.youtube.com/watch?v=SvRQEUZ H-4k). The class will break into small groups to discuss their feelings on the video: what surprised them, what stood out, what they didn’t know before. 4.2: Determine central ideas or themes of a text 4.3: Analyze how and why individuals, events, and ideas develop and interact

• ver the course of a

text 2

• 1. Identify reasons

for immigration

• 2. Discuss challenges

faced by Hispanic immigrants

• 3. Evaluate pros and

cons of immigration Immigration review, introduce journal project, assign countries: To begin class, we will briefly review what we talked about the previous day to refresh the students’ memory about immigration. I will ask the students what they think would be difficult

• r exciting about moving to another country and

have a student write their answers on the board, providing them with prompting if they have trouble thinking of ideas. They will then discuss with a partner which issues would be the most difficult or exciting and how they would deal with them. I will then explain the immigration journal project and give them the 4.2: Determine central ideas or themes of a text 7.3: Write narratives and other creative texts to develop real or imagined experiences

• r events

Hispanic Heritage Month Page 15 Interdisciplinary Unit

assignment sheet and rubric (provided in appendix). I will have assigned Hispanic countries ahead of time and will inform each student of their country. 3

• 1. Identify reasons

for immigration

• 2. Discuss the

challenges faced by Hispanic immigrants

• 3. Evaluate pros and

cons of immigration for Hispanic people Guest speaker: Alberto Monserrate, President, Latino Communications Network will discuss immigration.

• Students will complete worksheets with

questions based on Alberto Monserrate’s talk (worksheet provided in appendix) 4.7, 9.2: Integrate and evaluate content presented in diverse media and formats including visually and quantitatively, as well as in words 4

• 4. Complete guided

research about foreign countries

• 5. Integrate research

into creative writing Computer lab research time with guided worksheets (worksheet provided in appendix) 7.6: Use technology, including the Internet, to produce and publish writing 7.7: Conduct short research projects based on focused questions 5

• 4. Complete guided

research about foreign countries

• 5. Integrate research

into creative writing Computer lab research time with guided worksheets (worksheet provided in appendix) 7.6: Use technology, including the Internet, to produce and publish writing 7.7: Conduct short research projects based on focused questions 6

• 6. Use first-person

perspective to write a narrative Intro to Point of View (POV): I will explain the main types of POV in literature, providing examples of each. The class with work in pairs to identify the POV of several samples of narratives that I will provide. Students will complete a brief formative quiz before leaving so I can check for understanding and assess whether further explanation is needed. 4.6: Assess how point

• f view or purpose

shapes the content and style of a text 7

• 6. Use first-person

perspective to write a narrative Exploring first-person narrative and style: This class will aim to help students understand the style of first-person narrative to use in a journal

• entry. To begin the class, students will write a

brief journal entry about their day so far. They will then work in small groups and discuss what they notice about their POV and the style of writing they used in their journals. As a full class we will then discuss how to apply that style to their immigration journals and I will answer any questions. 4.6: Assess how point

• f view or purpose

shapes the content and style of a text

Hispanic Heritage Month Page 16 Interdisciplinary Unit

8

• 5. Integrate research

into creative writing

• 6. Use first-person

perspective to write a narrative In-class work time on journals. I will be circulating around the classroom, answering questions and providing direction. 7.3: Write narratives and other creative texts to develop real or imagined experiences

• r events

11.3: Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style 9

• 4. Integrate research

into creative writing

• 5. Use first-person

perspective to write a narrative In-class work time on journals. I will be circulating around the classroom, answering questions and providing direction. 7.3: Write narratives and other creative texts to develop real or imagined experiences

• r events

11.3: Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style 10

• 1. Identify reasons for

immigration

• 2. Discuss the

challenges faced by Hispanic immigrants

• 3. Evaluate pros and

cons of immigration for Hispanic people

• 4. Integrate research

into creative writing Journal entry due Unit wrap-up Students will share excerpts from their immigration journals with small groups. They will then discuss with those small groups various aspects of the project (ex. what was surprising, what was difficult, what was enjoyable, how their project related to what they learned about immigration). We will then open back up to the full class and representatives from each group will share what the group discussed. 4.6: Assess how point

• f view or purpose

shapes the content and style of a text 7.3: Write narratives and other creative texts to develop real or imagined experiences

• r events

11.3: Apply knowledge of language to understand how language functions in different contexts to make effective choices for meaning or style

Teacher.scholastic.com (2013) Kidsdiscover.com (2013)

Hispanic Heritage Month Page 17 Interdisciplinary Unit

Assessment and Rubric

Hispanic History Month Immigration Journal

In this class, we have been learning about immigration and the challenges and opportunities it

• presents. Now you will use what you’ve learned about immigration to write a short series of creative

journal entries, imagining that you have immigrated with your family to a Hispanic country. You will be assigned a Hispanic country and perform guided research to learn about the culture and how it is different from the United States. Using the journals you create in visual arts class, you will write journal entries that describe life and challenges in your new home. My country for my immigration journal is ________________________________. Requirements:

• Your journal must include 2-3 entries that total about three (3) handwritten pages (you may

write more if you want to)

• Your journal must be written in the first person
• Your journal must specify to which country you have moved
• You must choose at least 3 of the following topics to include in your journal (you can add

more if you want to):

• Why your family immigrated to a new country
• What type of home you live in now (house, apartment, etc.)
• What school is like and how it is different from the United States
• What you do in your free time (e.g. activities, different television shows, hobbies)
• Social differences
• Cultural differences
• Differences in food from the US
• Differences in music from the US
• Biggest challenges about moving to a new country
• Most exciting things about moving to a new country

Tips:

• Be creative! Write as if you’re really living in another country and

writing about it in a journal or diary, not just writing a report or a list of facts.

• Include feelings, thoughts, events, and new experiences and things you’ve learned.
• Use what you’ve learned about Hispanic culture from Spanish and art class.
• Use provided resources (Alberto Monserrate’s talk and other young immigrants’ stories) to

get ideas and inspiration.

Hispanic Heritage Month Page 18 Interdisciplinary Unit

Hispanic History Month Immigration Journal

Student Name: ________________________________________ CATEGORY 4 Points 3 Points 2 Points 1 Point Requirements The journal

includes 3 or more

• f the required

topics and they are well and thoughtfully written. The journal only includes 2 of the required topics or the topics are not thoughtfully written. The journal only includes 1 of the required topics

• r the topics are

vague or poorly written. The journal includes none of the required topics.

Correct use

• f first-

person POV

The journal is written completely in the first person with no errors. The journal is written mostly in the first person, with 1-2 errors. The journal is written partially in the first person, with 3 or more errors. The journal is not written in the first-person.

Style

The journal is written in a convincing style, and genuinely reads like a diary

• r journal entry.

The requirements are seamlessly integrated into the narrative. The journal reads like a real journal entry, with 1-2 exceptions. Requirements are mostly integrated into the narrative. The journal reads more like a report or list of facts. Requirements are somewhat integrated into the narrative. The writing shows no resemblance to a journal entry. No attempt is made to integrate facts into a narrative.

Accuracy of Facts

All facts presented in the journal are accurate. Almost all facts presented in the journal are accurate. Most facts presented in the journal are accurate (at least 70%). There are several factual errors in the journal.

Hispanic Heritage Month Page 19 Interdisciplinary Unit

Creativity

The journal contains many creative details and/or

• descriptions. The

author has really used imagination. The journal contains a few creative details and/or

• descriptions. The

author has used imagination. The journal contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use imagination. There is little evidence of creativity in the

• journal. The

author does not seem to have used much imagination.

Hispanic Heritage Month Page 20 Interdisciplinary Unit

Spanish

Teacher: Brian Murphy Grade: 8th Unit: Hispanic Heritage Collaboration: Art and English

Objectives

GIOs: 1. Students will be aware of, and understand the Hispanic cultural and its influence on the United States.

• 2. Students will understand the role that Spanish language has had on English.

Planning Guide and SLOs for first GIO: Stage 1 – Desired Results

Established Goals (GLO): Students will be aware of, and understand the Hispanic cultural and its influence on the United States. Understandings:

• 5. How Hispanic culture is kept alive in the

United States.

• 6. Role that Hispanic culture plays on the

American culture and society. Essential questions to ensure learning:

• 5. How have events such as Cinco de Mayo

changed for Hispanics in the U.S.?

• 6. Who are some famous Hispanics and what

role have they played in American culture? Students be able to (SLOs):

• 4. Demonstrate an awareness of distinct Hispanic culture.
• 5. Compare and contrast how Hispanics celebrate mutual events (i.e. Christmas) with American

traditions.

• 6. Explain the contributions of various Hispanics, or Hispanic traditions to American culture and

society.

Stage 2 – Assessment Evidence

Performance Tasks:

• 4. Students will participate in several Hispanic

cultural events through classroom activities and role playing.

• 5. Biographies, pictures, and other important

data about famous Hispanic-Americans will be used in Jeopardy to reinforce learning.

• 6. Students will do a class presentation on a

famous Hispanic (see assessment and rubric below). Other Evidence:

• 6. One quiz will be included in this unit.
• 7. Immediate feedback will be provided during

classroom performance tasks.

• 8. Through immediate feedback and coaching

students will be able to reflect on and self- assess their learning.

Stage 3 – Learning Plan

Learning Activities: See Classroom Approach below Connected to SLO #:

Hispanic Heritage Month Page 21 Interdisciplinary Unit

Planning Guide and SLOs for second GIO (Note - numbering sequence is consecutive for each stage starting with the first GIO listed above): Stage 1 – Desired Results

Established Goals (GLO): Students will understand the role that Spanish language has had on English. Understandings:

• 7. How vocabulary is borrowed from other

languages.

• 8. New vocabulary taught in this unit.

Essential questions to ensure learning:

• 7. Why does the United States use so many

Spanish words?

• 8. What are some words that we have borrowed

from Spanish? Students be able to (SLOs):

• 7. Understand how words are borrowed from other languages.
• 8. Properly apply vocabulary words both orally and in writing.

Stage 2 – Assessment Evidence

Performance Tasks:

• 7. Recite vocabulary words as a class.
• 8. In group settings practice vocabulary words

through activities such as Mata Mosca, Team Bingo.

• 9. Practice writing vocabulary individually

and/or with a partner. Other Evidence:

• 9. Homework assignment will be given to

reinforce classroom learning.

• 10. One quiz will be included in this unit.
• 11. Immediate feedback will be provided during

classroom performance activities.

• 12. Through immediate feedback and coaching

students will be able to reflect on and self- assess their learning.

Stage 3 – Learning Plan

Learning Activities: See Classroom Approach below Connected to SLO #:

Vocabulary Words: Adobe Independencia Bajada Inmigrante Simón Bolívar Benito Juárez Cabaña Mariachi Cafetería Panamá Comunidad Patria Cultura Patrimonio Guatemala Pintura Hondureño Piñata Huracán Zócalo

Hispanic Heritage Month Page 22 Interdisciplinary Unit

Classroom Approach

Day SLOs Activities District Standards1 1

1 – Awareness of Hispanic Culture Students brainstorm Hispanic culture topics (dance, music, art, food). From the list, students will choose several topics to explore in more detail. Divide class into groups to identify resources they could use to learn more

• n that topic. Students will use this

information to create their unit project.2 2.1 Gain Knowledge and Understanding of Other Cultures

2

4 – Borrowed Words 5 – Vocabulary Discuss how many of this week’s vocabulary words are borrowed (cognates) between English and Spanish. Practice vocabulary pronunciation as a class. Play JUGAR (BINGO) – See appendix. Will assign homework. Introduce unit’s final presentations. 1.2 Communicate in Languages Other Than English

3

2 – Compare and Contrast Hispanic celebrations with American equivalents Through PowerPoint and props demonstrate how holidays are celebrated in Latin America (i.e. New Year’s Eve, Cinco de Mayo, Semana Santa, Dia de la Patrias, Dia de los Muertos, Christmas). 2.1 Gain Knowledge and Understanding of Other Cultures

4

2 – Compare and Contrast Hispanic celebrations with American equivalents In groups, based on previous day’s demonstration, students will discuss similarities and differences between the U.S. and Latin America in the way holidays are

• celebrated. Groups will role play/demonstrate
• ne aspect of a Latino celebration.

4.2 Develop Insight into the Nature of Language and Culture

5

3 – Explain Contributions 5 - Vocabulary Take vocabulary quiz. As class discuss contributions of Hispanic business, political, entertainment, sports, and religious leaders. Play Jeopardy3 to reinforce

• learning. Will use part of class to discuss and

work on presentations. 3.2 Connect with Other Disciplines 1.2 Communicate in Languages Other Than English

6

3 – Explain Contributions Class goes to lab to do research for their

• presentation. Students will base research on

the assessment and rubric handed out earlier. 2.2 Gain Knowledge and Understanding of Other Cultures

7

1 – Awareness of Hispanic Culture Individuals from Mexico, Guatemala, Ecuador, and Chile share experiences and discuss their culture, music, traditions. 2.2 Gain Knowledge and Understanding of Other Cultures

8

1 – Awareness of Hispanic Culture Guest Speaker: Ramón León, Executive Director, Latino Economic Development Council, discusses the role of Hispanics locally and nationally (handout located in appendix). 3.2 Connect with Other Disciplines

9

3 – Explain Contributions Class presentations. 2.2 Gain Knowledge and Understanding of Other Cultures

10

3 – Explain Contributions Class presentations.

• 1. Anoka-Hennepin School District (2013) 2. NEA, Readwritethink (2013) 3. Super Teacher Tools (2013)

Hispanic Heritage Month Page 23 Interdisciplinary Unit

Assessment and Rubric

This assessment, along with the rubric on the next page will be given to each student on day 2 when the project is introduced.

Hispanic History Month Spanish Class Cultural Presentation

As a class, together with Art and English, we have been exploring the contributions of Hispanic leaders and their culture in the United States. Using the insights you have gained, plus additional research, you will create a poster that documents the contributions of an influential Hispanic American to American culture and society. You will be given class time to work on the poster, as well as in Art class. However, you will be expected to use additional time outside of class to complete this assignment. Presentation Requirements:  Background of the individual – Where he/she was born, what type of environment he/she grew up in and what trials did this individual have to overcome. Also, interesting facts about the individual’s life.  Accomplishments – Important contributions the individual has made to American

• society. Explain not only the contributions, but the impact those contributions have had.

 Current work – If the individual is still active in the field, what he/she is doing.  Include at least seven accurate facts about the individual  Your views, feelings, thoughts – Explain how learning about this individual has impacted you and what you have learned from studying his/her life. Additional requirements for the design and completion of the poster will be included in the Art class rubric. Here is a list of individuals you may wish to choose from. This list is not comprehensive; you may choose someone else. Sonia Sotomayor – Law Jennifer Lopez – Actress Antonio González – Politics Jorge Perez – Business Cristina Saralegui – Media Mari Carmen Ramirez – Art Alberto González – Law Jorge Ramos – News Gustavo Santaolalla – Music Mario Molino – Medicine Robert Rodríguez – Actor José Gómez – Religion Alisa Valdés-Rodríguez – Author Sara Martínez Tucker – Business Anthony Romero – Law Marco Rubio – Politics Arturo Moreno – Sports José Canseco – Sports George Lopez – Actor Dara Torres - Sports

Hispanic Heritage Month Page 24 Interdisciplinary Unit

Hispanic History Month Spanish Class Cultural Presentation

Categories 4 Points 3 Points 2 Points 1 Point Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements is included on the poster. Several required elements were missing. Content - Accuracy At least 7 accurate facts are displayed

• n the poster.

5-6 accurate facts are displayed on the poster. 3-4 accurate facts are displayed on the poster. Less than 3 accurate facts are displayed

• n the poster.

Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled. Use of Class Time Used time well during each class

• period. Focused on

getting the project

• done. Never

distracted others. Used time well during each class

• period. Usually

focused on getting the project done and never distracted

• thers.

Used some of the time well during each class period. There was some focus on getting the project done but

• ccasionally

distracted others. Did not use class time to focus on the project OR often distracted others. Grammar There are no grammatical mistakes on the poster. There is 1 grammatical mistake

• n the poster.

There are 2 grammatical mistakes on the poster. There are more than 2 grammatical mistakes on the poster. Knowledge Gained Student can accurately answer all questions related to facts in the poster and processes used to create the poster. Student can accurately answer most (75%+) questions related to facts in the poster and processes used to create the poster. Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. Student appears to have insufficient knowledge about the facts or processes used in the poster.

Hispanic Heritage Month Page 25 Interdisciplinary Unit

Appendix

English Class Guest Speaker Alberto Monserrate Handout

Meet Alberto Monserrate!

• Alberto Monserrate moved from San Juan, Puerto Rico

to Minnesota in 1984 to pursue a degree from the University of Minnesota.

• He is the Chief Executive Officer and co-founder of

the Latino Communications Network (LCN), and is recognized as the leading authority on Latino media in Minnesota.

• He volunteers his time to several organizations,

including the Neighborhood Development Center, the Hiawatha Leadership Academy, the Citizens League, The Make A Wish Foundation Minnesota chapter, La Oportunidad, and El Fondo de Nuestra Comunidad

• He served as State Chair of the Minnesota Young DFL

(Democrat-Farmer-Labor party) Senate District contentions in the 1990’s

Amberto monserrate (2013)

Answer the following questions about Alberto’s presentation:

Why did Alberto Monserrate move from Puerto Rico to the United States? What were some challenges Albert Monserrate faced in Minnesota? How did Alberto overcome these challenges? What else stood out to you from Alberto’s presentation?

Hispanic Heritage Month Page 26 Interdisciplinary Unit

English Class Sample Kids Discover Documentation

This image from Kids Discover provides examples of real kids who have immigrated and gives students ideas for things they might write about in their journals. http://www.youtube.com/watch?v=SvRQEUZH-4k This video will be shown in class on the first day of the unit to open the discussion on the challenges of immigration. www.worldatlas.com Students can find information about their assigned countries for their immigration journals.

Hispanic Heritage Month Page 27 Interdisciplinary Unit

Jean Michel Basquiat Fernando Botero Frida Kahlo Pablo Picasso Carmen Lomas Garza Diego Rivera Salvador Dalí Ester Hernandez

Artist of the Day Trading Cards

Each class period during Hispanic Heritage month we will start class with a presentation on an influential Hispanic artist. Cut

• ut your trading cards and for each presentation write on the back one fact about the artist and a reason why you think the artist

created this work based on personal, social, cultural or historical contexts that influence their work.

Joaquín Torres García Wilfredo Lam

Hispanic Heritage Month Page 28 Interdisciplinary Unit

Spanish Class Sample Vocabulary Bingo

J U G A R

Cabaña Miami New Mexico Día de la Raza Cultura Pintura La Navidad Panamá Cafetería Guatemala Sonia Sotomayor Piñata *Gratis* Comunidad Inmigrante Cinco de Mayo Huracán Benito Juárez Día de los Muertos Bajada Zócalo Independencia Patria Hondureño Simón Bolívar (Print Bingo, 2013) Sample Clues for JUGAR (BINGO): Spanish for cabin City with the largest percentage of Hispanics Central American country Mexico’s Memorial Day South America’s equivalent of George Washington The website allows for 25-75 words and/or phrases per column. The teacher can print of a number of randomly built cards to allow a wide variety of cards to choose from.

Hispanic Heritage Month Page 29 Interdisciplinary Unit

Spanish Class Jeopardy Input Screen

Super Teacher Tools (2013) This website allows you to build a Jeopardy game of your choosing. The game can be played either online or downloaded.

Hispanic Heritage Month Page 30 Interdisciplinary Unit

Spanish Class Guest Speaker Ramón León Handout

Meet Ramón León!

 Founder, President and CEO of Latino Economic Development Council  Entrepreneur and business owner since young age, in both Mexico, and the United States  One of the early faith-based Latino organizers in Twin Cities through Interfaith Action and Isaiah  First president of the founding board of directors of “Cooperative Mercado Central”  Actively involved in economic development agenda that includes Latinos in both urban, and rural areas across the USA  Sits on the boards of a number of non-profit

• rganizations

Latino Economic Development Council (2013)

Answer the following questions about Ramón’s presentation: Why did Sr. León become involved in so many businesses and non-profit organizations? What role has the economic growth of the Hispanic community played in Minnesota and the U.S.? What are some of the challenges that Hispanic businesses face? What does Sr. León see in the future for the Hispanic community and Hispanic leaders? What was the most interesting or important thing you found in Sr. León’s presentation?

Hispanic Heritage Month Page 31 Interdisciplinary Unit

References

Amberto monserrate (2013), http://albertomonserrate.org/meet_alberto.html, (Retrieved Nov. 4, 2013) Anna Brown and Mark Lopez, Mapping the Latino Population, By State, County and City (2013), http://www.pewhispanic.org/2013/08/29/mapping-the-latino-population-by-state-county- and-city/ (Retrieved Nov. 4, 2013) Anoka-Hennepin School District (2013), http://www.anoka.k12.mn.us/education/components/docmgr/ (Retrieved Nov. 1, 2013) Kidsdiscover.com (2013), http://www.kidsdiscover.com/shop/issues/immigration-for-kids/ (Retrieved Nov. 2, 2013) Latino Economic Development Council (2013), http://www.ledc-mn.org/staff.php (Retrieved

• Nov. 4, 2013)

Minnesota Academic Standards, Arts K-12. 2008 Addition http://www.mcae.k12.mn.us/pdr/standards/ArtsStandards.pdf (retrieved Nov 1, 2013) NEA, Readwritethink (2013), http://www.readwritethink.org/classroom-resources/ (Retrieved

• Nov. 1, 2013)

Print-Bingo (2013), http://print-bingo.com/bingo-cards-custom.php (Retrieved Oct 29, 2013) Super Teacher Tools (2013), http://www.superteachertools.com/jeopardy/editgame.php, (Retrieved Nov. 1, 2013) Teacher Scholasic (2013), http://teacher.scholastic.com/ACTIVITIES/IMMIGRATION/ (Retrieved Nov. 2, 2013)